Doubly Fed Induction Generators : Overview and Intelligent Control Strategies for Wind Energy Conversion Systems

Adjustable speed induction generators, especially the Doubly-Fed Induction Generators (DFIG) are becoming increasingly popular due to its various advantages over fixed speed generator systems. A DFIG in a wind turbine has ability to generate maximum power with varying rotational speed, ability to control active and reactive by integration of electronic power converters such as the back-to-back converter, low rotor power rating resulting in low cost converter components, etc, DFIG have become very popular in large wind power conversion systems. This chapter presents an extensive literature survey over the past 25 years on the different aspects of DFIG. Application of H8 Controller for enhanced DFIG-WT performance in terms of robust stability and reference tracking to reduce mechanical stress and vibrations is also demonstrated in the chapter.

Girls' career aspirations : the impact of parents' economic and educational status on educational and career pathways

This research investigates relationships between parental socio economic status and daughters' career aspirations; linking family background and the career choices made by teenage girls. Drawing on Bourdieu's theory of cultural capital, and figures produced by the Bradley Report's investigation, two Queensland State High Schools are the investigative platform to address the research questions. A quantitative data analysis investigated if a correlation between the indicators existed. The significance of the findings will contribute to future decision making regarding educational practices and socio economic backgrounds and to support the Bradley Report target of 20% of low SES students accessing higher education. The outcomes found that female students' aspirations are influenced by parental background in a variety of significant ways. An understanding of these assists schools in understanding how to influence girls' future aspirations.

From certificate chasing to genuine engagement : the contribution of curriculum design to students' career intent in a subfield

Many students enter business degrees without a defined career goal beyond working in the business world and adopt a scattergun approach to employability by accumulating certifications accessed through individual subjects. Yet, space and time limitations commonly prevent extended exposure to rewarding and interesting career subfields within main specialisations. This case study draws on student feedback collected over three years exploring students’ career interest following an elective human resource development subject in the final stage of a human resources major. Project-based curriculum provided students with scaffolded learning while undertaking key multiphase human resource development tasks. Subsequently, students reported human resource development career interest and intent, attributed to more realistic appreciation of human resource development’s activities, scope, and values. The paper makes an important contribution illustrating how curriculum design can transform instrumentalism into logically, emotionally, and intuitively based career engagement. Further, human resource development is a study and career area little mentioned in higher education or careers literature.

Career counseling : joint contributions of contextual action theory and the systems theory framework

The influence of constructivism and the ongoing drive for convergence, both of career theories and between theory and practice, have been key drivers in the career development literature for two decades (Patton, International Handbook of Career Guidance, 2008). Both contextual action theory and systems theory are derived from the root metaphor of contextualism, which has been proffered as a worldview to assist scientists and practitioners in organizing day-to-day experiential data. This chapter identifies the theoretical contributions of the Systems Theory Framework (STF) (Patton and McMahon, Career development and systems theory: A new development, 1999, Career psychology in South Africa, 2006) and Contextual Action Theory (Young and Valach, The future of career, 2000, Journal of Vocational Behavior 64:499–514, 2004; Young et al., Career choice and development, 1996, Career choice and development, 2002), each of which has advanced thinking in theory integration and in the integration between theory and practice in the career development and counseling field. Young et al. (Career development in childhood and adolescence, 2007) noted the connections between the Patton and McMahon systems theory approach and the contextual action theory approach and these connections will be highlighted in terms of the application of these theoretical developments to practice in career counseling, with a particular focus on the commonalities between the two approaches and what counselors can learn from each of them. In particular, this chapter will discuss common conceptual understandings and practice dimensions.

Experiencing information use for early career academics’ learning: A knowledge ecosystem model

Purpose This study explores the informed learning experiences of early career academics while building their networks for professional and personal development. The notion that information and learning are inextricably linked via the concept of ‘informed learning’ is used as a conceptual framework to gain a clearer picture of what informs early career academics while they learn and how they experience using that which informs their learning within this complex practice: to build, maintain and utilise their developmental networks. Methodology This research employs a qualitative framework using a constructivist grounded theory approach (Charmaz, 2006). Through semi-structured interviews with a sample of fourteen early career academics from across two Australian universities, data were generated to investigate the research questions. The study used the methods of constant comparison to create codes and categories towards theme development. Further examination considered the relationship between thematic categories to construct an original theoretical model. Findings The model presented is a ‘knowledge ecosystem’, which represents the core informed learning experience. The model consists of informal learning interactions such as relating to information to create knowledge and engaging in mutually supportive relationships with a variety of knowledge resources found in people who assist in early career development. Originality/Value Findings from this study present an alternative interpretation of informed learning that is focused on processes manifesting as human interactions with informing entities revolving around the contexts of reciprocal human relationships.

A rare view: Barbara Hatley’s new book documents a career-long study of, and passion for performance in Central Java

Javanese Performances on an Indonesian Stage: Contesting Culture, Embracing Change, is Barbara Hatley’s first book about the performing arts in Indonesia, a topic that piqued her interest while undergoing a masters program at Yale University in the late 1960s. In this sense, it is a landmark study, for Hatley has since become very well known in Indonesianist circles, especially among those with an interest in matters of culture, popular and elite. Until recently, her writings on Indonesian performing arts have only been available in the form of journal articles and book chapters...

Intelligent collision avoidance, control and guidance

This paper reviews a variety of advanced signal processing algorithms that have been developed at the University of Southampton as part of the Prometheus (Programme for European traffic flow with highest efficiency and unprecedented safety) programme to achieve an intelligent driver warning system (IDWS). The IDWS includes the detection of road edges, lanes, obstacles and their tracking and identification, estimates of time to collision, and behavioural modelling of drivers for a variety of scenarios. The underlying algorithms are briefly discussed in support of the IDWS.

A neurofuzzy approach to future intelligent driver support systems

This paper reviews a variety of advanced signal processing algorithms that have been developed at the University of Southampton as part of the Prometheus (PROgraMme for European Traffic flow with Highest Efficiency and Unprecedented Safety) research programme to achieve an intelligent driver warning system (IDWS). The IDWS includes: visual detection of both generic obstacles and other vehicles, together with their tracking and identification, estimates of time to collision and behavioural modelling of drivers for a variety of scenarios. These application areas are used to show the applicability of neurofuzzy techniques to the wide range of problems required to support an IDWS, and for future fully autonomous vehicles.

Driver’s behavioural changes with new Intelligent Transport System interventions at railway level crossings: A driving simulator study

Improving safety at railway level crossings is an important issue for the Australian transport system. Governments, the rail industry and road organisations have tried a variety of countermeasures for many years to improve railway level crossing safety. New types of Intelligent Transport System (ITS) interventions are now emerging due to the availability and the affordability of technology. These interventions target both actively and passively protected railway level crossings and attempt to address drivers’ errors at railway crossings, which are mainly a failure to detect the crossing or the train and misjudgement of the train approach speed and distance. This study aims to assess the effectiveness of three emerging ITS that the rail industry considers implementing in Australia: a visual in-vehicle ITS, an audio in-vehicle ITS, as well as an on-road flashing beacons intervention. The evaluation was conducted on an advanced driving simulator with 20 participants per trialled technology, each participant driving once without any technology and once with one of the ITS interventions. Every participant drove through a range of active and passive crossings with and without trains approaching. Their speed approach of the crossing, head movements and stopping compliance were measured. Results showed that driver behaviour was changed with the three ITS interventions at passive crossings, while limited effects were found at active crossings, even with reduced visibility. The on-road intervention trialled was unsuccessful in improving driver behaviour; the audio and visual ITS improved driver behaviour when a train was approaching. A trend toward worsening driver behaviour with the visual ITS was observed when no trains were approaching. This trend was not observed for the audio ITS intervention, which appears to be the ITS intervention with the highest potential for improving safety at passive crossings.

Analysing student programs in the PHP intelligent tutoring system

Programming is a subject that many beginning students find difficult. The PHP Intelligent Tutoring System (PHP ITS) has been designed with the aim of making it easier for novices to learn the PHP language in order to develop dynamic web pages. Programming requires practice. This makes it necessary to include practical exercises in any ITS that supports students learning to program. The PHP ITS works by providing exercises for students to solve and then providing feedback based on their solutions. The major challenge here is to be able to identify many semantically equivalent solutions to a single exercise. The PHP ITS achieves this by using theories of Artificial Intelligence (AI) including first-order predicate logic and classical and hierarchical planning to model the subject matter taught by the system. This paper highlights the approach taken by the PHP ITS to analyse students’ programs that include a number of program constructs that are used by beginners of web development. The PHP ITS was built using this model and evaluated in a unit at the Queensland University of Technology. The results showed that it was capable of correctly analysing over 96 % of the solutions to exercises supplied by students.

Who struggles most in making a career choice and why? Findings from a cross-sectional survey of Australian high-school students

This paper reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending years 9-12 (N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with own academic abilities and self-efficacy.

School based experiences as contributors to career decision-making: Findings from a cross-sectional survey of high-school students

This paper is based on a study examining the impact of young people’s backgrounds and educational experiences on career choice capability with the aim of informing education policy. A total of 706 students from secondary schools (Years 9-12) in New South Wales, Australia took part in an online survey. This paper focuses on the differences found between groups on the basis of their educational experiences. Participants who were uncertain of their future career plans were more likely to attend non-selective, non-metropolitan schools and were more likely to hold negative attitudes towards school. Career ‘uncertain’ students were also less likely to be satisfied with the elective subjects offered at their school and reported less access to career education sessions. It is concluded that timely career information and guidance should be provided to students and their families in order to allow them to more meaningfully make use of the resources and opportunities available to them with a view toward converting these into real world benefits.

An Intelligent Driver Warning System

This chapter is focussed on the research and development of an intelligent driver warning system (IDWS) as a means to improve road safety and driving comfort. Two independent IDWS case studies are presented. The first study examines the methodology and implementation for attentive visual tracking and trajectory estimation for dynamic scene segmentation problems. In the second case study, the concept of driver modelling is evaluated which can be used to provide useful feedback to drivers. In both case studies, the quality of IDWS is largely determined by the modelling capability for estimating multiple vehicle trajectories and modelling driving behaviour. A class of modelling techniques based on neural-fuzzy systems, which exhibits provable learning and modelling capability, is proposed. For complex modelling problems where the curse of dimensionality becomes an issue, a network construction algorithm based on Adaptive Spline Modelling of Observation Data (ASMOD) is also proposed.

Designing informal learning experiences for early career academics using a knowledge ecosystem model

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through 1) agency (individual and relational) and 2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed including programs, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.

Security issues for future intelligent transport systems

Cooperative Intelligent Transportation Systems (C-ITS) allow in-vehicle systems, and ultimately the driver, to enhance their awareness of their surroundings by enabling communication between vehicles and road infrastructure. C-ITS are widely considered as the next major step in driving assistance systems, aiming at increasing safety, comfort and mobility for drivers. However, any communicating systems are subjected to security threats. A key component for providing secure communications at a large scale is a Public Key Infrastructure (PKI). Due to the safety-critical nature of Vehicle-to-Vehicle (V2V) communications, a C-ITS PKI has functional, performance and scalability requirements that differ from traditional non-automotive environments. This paper identifies and defines the key functional and security requirements for C-ITS PKI systems and analyses proposed C-ITS PKI standards against these requirements. In particular, the proposed US and European C-ITS PKI systems are identified as being too complex and not scalable. The paper also highlights various privacy, security and scalability concerns that should be considered for a secure C-ITS PKI solution in the Australian transport landscape.